The Autism Society Event and Education Recordings Archive

This presentation outlines 12 core principles of effective instruction. Discrete Trial Teaching, Verbal Behavior Instruction, Incidental Teaching, and Pivotal Response Training are examined according to these 12 principles. This knowledge allows therapists and educators to understand the similarities and differences across various ABA methods, and make informed decisions about the “right fit” for an individual student. Introduction: This presentation describes a conceptual framework for understanding how different ABA methods can be defined by a set of 12 instructional variables. This framework allows therapists and educators to understand the critical features of quality treatment.  The presentation includes treatment videotapes.
Overview: Applied Behavior Analysis (ABA) is recognized as the educational intervention of choice. However, there is often confusion within the professional and parent community with regard to how ABA is defined. The seminal research of Ivar Lovaas (1984) and subsequent replication studies (1994) validates the effectiveness of behavioral intervention for children with autism spectrum disorder. Over the past 20 years, a more contemporary view of ABA has emerged from the Lovaas’ original work using Discrete Trial Training (DTT). Models such as Verbal Behavior Training, Incidental Teaching, Pivotal Response Training, and Visually Cued Instruction emerged. These models reflect a growing understanding of how children with autism learn and the variables that influence skill acquisition.
Educators and therapists often learn one ABA method to the exclusion of other ABA practices. Or, professionals learn multiple methods without a clear understanding of the similarities and differences. The complex nature of autism spectrum disorder demands individualized instruction that interfaces multiple ABA methods in an organized way.
The need: Parents and professionals would benefit from understanding that there is a common set of instructional variables that link all of the popular ABA methods. While the methods appear very different in “language” and practice, there is actually a finite set of strategies used in a divergent ways by every approach. This knowledge provides a clear means for deepening our understanding and application of ABA and designing an individualized treatment plan that can be continually adjusted in response to the needs of the child.
The 12 principals of effective ABA instruction are:
Steps to prepare the session
1. Setting = the learning environment
2. Structure = level of structure and organization of materials
3. Motivation: = use of motivating and meaningful materials
4. Documentation: = data collection and reports to monitor progress
Decisions about the style of instruction and interaction with the child
5. Language = what the adult is saying to the child
6. Affect = how the adult is communicating with the child
7. Prompts = how the adult is helping the child understand
8. Repetition = how the adult uses consistency to help the child learn
Planning how to respond to the child's appropriate and inappropriate behaviors
9. Successes = how the adult responds to the child’s efforts
10. Initiations = how the adult responds to the child’s spontaneous communication
11. Ritualistic behavior = how the adult reacts to the child’s ritualistic behavior
12. Challenging behaviors = how the adult reacts to the child’s challenging behaviors
Every ABA model incorporates these 12 variables. Discrete Trial Teaching (DTT), Verbal Behavior Training (VB), Incidental Teaching, Pivotal Response Training (PVT) and Visually Cued Instruction can be compared across these 12 variables.
For example, when comparing DDT and PRT use of "repetition", we find that DTT uses exact repetition, while PRT uses embedded repetition. When comparing how these 2 methods use “motivation”, we find that DTT uses response contingent reinforcement to motivate learning, while PRT uses instructional materials to motivate learning. When comparing the features of verbal instruction, DTT uses directions, and PRT uses verbal sabotage.
An understanding of this 12 tier framework allows professionals to examine the finite set of critical features inherent in all ABA methods, and make informed decisions about a child's current needs. This information provides educators and therapists with a means to synthesize multiple ABA methods. It advances the knowledge and skills of the educator.

Learning Objectives: